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Licensure Reciprocity: North Carolina

Expanding the Pool of Teachers Policy

Look at National Findings
Goal

The state should help to make licenses fully portable among states, with appropriate safeguards.

Meets goal in part
Suggested Citation:
National Council on Teacher Quality. (2011). Licensure Reciprocity: North Carolina results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NC-Licensure-Reciprocity-7

Analysis of North Carolina's policies

North Carolina does not support licensure reciprocity for certified teachers from other states. 

Regrettably, North Carolina grants waivers for its licensing tests to out-of-state teachers who have attained "highly qualified" status in the state from which they are moving.

However, North Carolina offers its standard license to out-of-state certified teachers without specifying any additional coursework requirements or relying on transcript analysis or recency requirements to determine eligibility.

North Carolina is also a participant in the NASDTEC Interstate Agreement; however, the latest iteration of this agreement no longer purports to be a reciprocity agreement among states and thus is no longer included in this analysis.


Citation

Recommendations for North Carolina

To uphold standards, require that teachers coming from other states meet testing requirements.
North Carolina takes considerable risk by granting a waiver for its licensing tests to any out-of-state teacher who has attained highly qualified status in the previous state. It should not provide any waivers of its teacher tests unless an applicant can provide evidence of a passing score under its own standards.

State response to our analysis

North Carolina recognized the factual accuracy of this analysis. 

    • Best practice
    • Meets goal
    • Nearly Meets goal
    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

  • North Carolina

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State Data Systems
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Delivering Well Prepared Teachers
Expanding the Pool of Teachers
Identifying Effective Teachers
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale

Many professions have gone further than teaching in encouraging interstate mobility. The requirements for attorneys, for example, are complicated, but often offer certain kinds of flexibility, such as allowing them to answer a small set of additional questions. See the Comprehensive Guide to Bar Admissions Requirements 2007, published by the National Conference of Bar Examiners and the American Bar Association, available at:
http://www.ncbex.org/ .

On the similarity in effectiveness between graduates of traditional and alternative programs, see  J. Constantine, D. Player, T. Silva, K. Hallgren, M. Grider, and J. Deke, An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report. National Center for Education Evaluation and Regional Assistance, Institute of Education Services, U.S. Department of Education (2009), D. Boyd, et al. "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement." Education Finance and Policy, (2006).  T. Kane, J. Rockoff, and D. Staiger. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City." National Bureau of Economic Research. (2006), G. Henry and C. Thompson, "Impacts of Teacher Preparation on Student Test Scores in North Carolina." Teacher Portals. University of North Carolina (2010). Z.Xu, J. Hannaway and C. Taylor, "Making a Difference? The Effects of Teach for America in High School." The Urban Institute/Calder. (2009), D. Boyd et al "Recruiting Effective Math Teachers, How Do Math Immersion Teachers Compare? Evidence from New York City." Calder Institute (2009); as well as "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," by Donald Boyd, Pamela Grossman, Hamilton Lankford, Susanna Loeb, and James Wyckoff, National Bureau of Economic Research, December 2005; and "The Effects of Teach For America on Students: Findings from a National Evaluation," (Mathematica Policy Research Inc., 2004).

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